CSTA Standards Feedback
Introduction
This report synthesizes the feedback received from reviewers of the full draft of revised K-12 CSTA Standards. This survey was administered in late May and early June 2025. The feedback is intended to inform 1) adjusting the standard progression where necessary and 2) removal of unessential standards.
Reviewer Background
The majority of the reviewers providing feedback for the revised standards self-reported a primary role of K-12 Educator. Curriculum Developer, PD Provider, and Researcher were the other most frequent primary role self-reported by standards reviewers.
Foundational Standards
Algorithms and Design
Overall, there were 190 reviewers who respondents to the Algorithms and Design standards.
Algorithm Fundamentals
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 46 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 111 | 45 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 46 | 110 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_alg_af_01 | 2 | 0 | 94 |
| e1_alg_af_01 | 0 | 4 | 91 |
| e2_alg_af_01 | 2 | 7 | 86 |
| e3_alg_af_01 | 2 | 5 | 88 |
| e4_alg_af_01 | 4 | 9 | 81 |
| e5_alg_af_01 | 4 | 11 | 78 |
| ms_alg_af_01 | 7 | 6 | 71 |
| hs_alg_af_01 | 2 | 4 | 85 |
| hs_alg_af_02 | 9 | 5 | 77 |
| hs_alg_af_03 | 6 | 10 | 75 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Human-Centered Design
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 40 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 125 | 27 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 40 | 109 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_alg_hd_02 | 4 | 3 | 86 |
| e1_alg_hd_02 | 3 | 14 | 78 |
| e2_alg_hd_02 | 1 | 8 | 83 |
| e3_alg_hd_02 | 2 | 7 | 83 |
| e4_alg_hd_02 | 3 | 10 | 80 |
| ms_alg_hd_03 | 1 | 5 | 76 |
| ms_alg_hd_04 | 1 | 6 | 75 |
| hs_alg_hd_06 | 2 | 2 | 83 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Problem Solving
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 46 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 116 | 31 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 46 | 101 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_alg_ps_03 | 10 | 0 | 77 |
| e1_alg_ps_03 | 8 | 2 | 79 |
| e2_alg_ps_03 | 3 | 9 | 73 |
| e3_alg_ps_03 | 1 | 11 | 74 |
| e4_alg_ps_03 | 4 | 6 | 76 |
| e5_alg_ps_03 | 4 | 6 | 77 |
| ms_alg_ps_05 | 4 | 5 | 70 |
| ms_alg_ps_06 | 2 | 6 | 72 |
| ms_alg_ps_07 | 7 | 4 | 69 |
| hs_alg_ps_07 | 7 | 9 | 67 |
| hs_alg_ps_08 | 2 | 1 | 81 |
| hs_alg_ps_09 | 4 | 0 | 79 |
| hs_alg_ps_10 | 5 | 2 | 77 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Impacts of Algorithms
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 37 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 116 | 29 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 37 | 108 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 190 reviewers identified Algorithm Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_alg_im_04 | 8 | 1 | 80 |
| e1_alg_im_04 | 5 | 3 | 81 |
| e2_alg_im_04 | 6 | 8 | 75 |
| e3_alg_im_04 | 10 | 9 | 71 |
| e4_alg_im_04 | 4 | 4 | 81 |
| e5_alg_im_04 | 4 | 8 | 76 |
| ms_alg_im_08 | 2 | 4 | 73 |
| ms_alg_im_09 | 0 | 4 | 74 |
| hs_alg_im_11 | 2 | 1 | 79 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Programming
Overall, there were 195 reviewers who respondents to the Programming standards.
Programming Fundamentals
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 43 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 116 | 33 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 43 | 106 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_pro_pf_01 | 8 | 4 | 80 |
| ek_pro_pf_02 | 5 | 4 | 83 |
| e1_pro_pf_01 | 0 | 5 | 87 |
| e2_pro_pf_01 | 0 | 4 | 87 |
| e3_pro_pf_01 | 3 | 5 | 83 |
| e4_pro_pf_01 | 15 | 1 | 75 |
| e5_pro_pf_01 | 6 | 5 | 79 |
| ms_pro_pf_01 | 2 | 0 | 76 |
| ms_pro_pf_02 | 1 | 2 | 73 |
| ms_pro_pf_03 | 4 | 15 | 59 |
| hs_pro_pf_01 | 5 | 7 | 75 |
| hs_pro_pf_02 | 3 | 7 | 76 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Data Handling
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 26 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 132 | 12 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 26 | 115 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_pro_dh_03 | 1 | 2 | 84 |
| e1_pro_dh_02 | 0 | 0 | 87 |
| e2_pro_dh_02 | 0 | 3 | 84 |
| e3_pro_dh_02 | 1 | 6 | 80 |
| e4_pro_dh_02 | 1 | 11 | 76 |
| e5_pro_dh_02 | 1 | 8 | 77 |
| ms_pro_dh_04 | 1 | 6 | 68 |
| ms_pro_dh_05 | 1 | 4 | 69 |
| ms_pro_dh_06 | 1 | 5 | 69 |
| hs_pro_dh_03 | 1 | 1 | 82 |
| hs_pro_dh_04 | 4 | 1 | 80 |
| hs_pro_dh_05 | 2 | 12 | 71 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Program Development
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 78 | 30 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 12 | 93 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ms_pro_pd_07 | 2 | 5 | 68 |
| ms_pro_pd_08 | 3 | 2 | 68 |
| ms_pro_pd_09 | 2 | 0 | 71 |
| ms_pro_pd_10 | 5 | 3 | 66 |
| hs_pro_pd_06 | 1 | 1 | 81 |
| hs_pro_pd_07 | 2 | 4 | 77 |
| hs_pro_pd_08 | 2 | 2 | 79 |
| hs_pro_pd_09 | 3 | 1 | 79 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Testing and Refining Code
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 26 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 115 | 27 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 26 | 113 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_pro_tr_04 | 3 | 4 | 77 |
| e1_pro_tr_03 | 1 | 5 | 78 |
| e2_pro_tr_03 | 1 | 2 | 80 |
| e3_pro_tr_03 | 4 | 2 | 77 |
| e3_pro_tr_04 | 2 | 12 | 71 |
| e4_pro_tr_03 | 2 | 3 | 77 |
| e4_pro_tr_04 | 4 | 5 | 73 |
| e5_pro_tr_03 | 0 | 1 | 81 |
| e5_pro_tr_04 | 1 | 2 | 79 |
| ms_pro_tr_11 | 1 | 0 | 71 |
| ms_pro_tr_12 | 0 | 2 | 69 |
| ms_pro_tr_13 | 2 | 4 | 65 |
| hs_pro_tr_10 | 0 | 0 | 77 |
| hs_pro_tr_11 | 5 | 1 | 71 |
| hs_pro_tr_12 | 0 | 0 | 78 |
| hs_pro_tr_13 | 1 | 2 | 75 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Project Management
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 33 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 119 | 18 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 33 | 104 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 195 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_pro_pm_05 | 4 | 4 | 72 |
| ek_pro_pm_06 | 5 | 5 | 70 |
| e1_pro_pm_04 | 6 | 6 | 68 |
| e1_pro_pm_05 | 3 | 2 | 75 |
| e2_pro_pm_04 | 3 | 7 | 72 |
| e2_pro_pm_05 | 2 | 7 | 72 |
| e3_pro_pm_05 | 3 | 6 | 72 |
| e3_pro_pm_06 | 4 | 5 | 73 |
| e4_pro_pm_05 | 1 | 6 | 74 |
| e4_pro_pm_06 | 6 | 4 | 69 |
| e5_pro_pm_05 | 3 | 7 | 71 |
| e5_pro_pm_06 | 5 | 5 | 70 |
| ms_pro_pm_14 | 0 | 0 | 70 |
| ms_pro_pm_15 | 2 | 0 | 68 |
| ms_pro_pm_16 | 1 | 3 | 66 |
| hs_pro_pm_14 | 0 | 2 | 76 |
| hs_pro_pm_15 | 4 | 0 | 74 |
| hs_pro_pm_16 | 2 | 2 | 74 |
| hs_pro_pm_17 | 2 | 3 | 73 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Systems and Security
Overall, there were 129 reviewers who respondents to the Systems and Security standards.
Hardware and Software
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 14 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 82 | 6 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 14 | 73 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_sas_hw_01 | 2 | 0 | 58 |
| e1_sas_hw_01 | 0 | 1 | 59 |
| e2_sas_hw_01 | 3 | 3 | 54 |
| e3_sas_hw_01 | 0 | 4 | 56 |
| e4_sas_hw_01 | 2 | 3 | 55 |
| e5_sas_hw_01 | 0 | 6 | 54 |
| ms_sas_hw_01 | 1 | 1 | 45 |
| ms_sas_hw_02 | 0 | 2 | 44 |
| ms_sas_hw_03 | 0 | 0 | 46 |
| hs_sas_hw_01 | 1 | 1 | 46 |
| hs_sas_hw_02 | 0 | 0 | 48 |
| hs_sas_hw_03 | 1 | 0 | 47 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Networks
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 10 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 82 | 8 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 10 | 79 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| e3_sas_nw_02 | 0 | 5 | 56 |
| e4_sas_nw_02 | 2 | 3 | 56 |
| e5_sas_nw_02 | 0 | 6 | 56 |
| ms_sas_nw_04 | 1 | 2 | 42 |
| ms_sas_nw_05 | 0 | 2 | 44 |
| ms_sas_nw_06 | 0 | 0 | 46 |
| hs_sas_nw_04 | 1 | 2 | 46 |
| hs_sas_nw_05 | 3 | 2 | 44 |
| hs_sas_nw_06 | 2 | 0 | 47 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Security
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 18 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 78 | 8 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 18 | 68 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_sas_sc_02 | 6 | 5 | 49 |
| e1_sas_sc_02 | 1 | 2 | 57 |
| e2_sas_sc_02 | 1 | 3 | 56 |
| e3_sas_sc_03 | 1 | 6 | 53 |
| e4_sas_sc_03 | 3 | 9 | 48 |
| e5_sas_sc_03 | 0 | 4 | 57 |
| ms_sas_sc_07 | 0 | 2 | 45 |
| ms_sas_sc_08 | 3 | 2 | 42 |
| ms_sas_sc_09 | 0 | 1 | 46 |
| ms_sas_sc_10 | 1 | 5 | 42 |
| hs_sas_sc_07 | 1 | 0 | 48 |
| hs_sas_sc_08 | 5 | 1 | 44 |
| hs_sas_sc_09 | 4 | 0 | 45 |
| hs_sas_sc_10 | 1 | 2 | 47 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Impacts of Computing Systems
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 82 | 5 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 12 | 75 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 129 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_sas_im_03 | 3 | 1 | 55 |
| e1_sas_im_03 | 2 | 3 | 54 |
| e2_sas_im_03 | 0 | 2 | 56 |
| e3_sas_im_04 | 2 | 1 | 56 |
| e4_sas_im_04 | 2 | 1 | 57 |
| e5_sas_im_04 | 1 | 2 | 55 |
| ms_sas_im_11 | 1 | 0 | 44 |
| ms_sas_im_12 | 0 | 0 | 45 |
| hs_sas_im_11 | 3 | 0 | 45 |
| hs_sas_im_12 | 0 | 0 | 48 |
| hs_sas_im_13 | 0 | 0 | 48 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Data and Analysis
Overall, there were 147 reviewers who respondents to the Data and Analysis standards.
Data Fundamentals
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 23 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 86 | 15 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 23 | 78 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_daa_df_01 | 0 | 3 | 65 |
| e1_daa_df_01 | 1 | 3 | 64 |
| e2_daa_df_01 | 1 | 2 | 64 |
| e3_daa_df_01 | 2 | 3 | 63 |
| e3_daa_df_02 | 0 | 3 | 65 |
| e4_daa_df_01 | 1 | 6 | 62 |
| e5_daa_df_01 | 1 | 3 | 64 |
| ms_daa_df_01 | 0 | 0 | 54 |
| ms_daa_df_02 | 0 | 1 | 53 |
| ms_daa_df_03 | 0 | 1 | 53 |
| ms_daa_df_04 | 0 | 1 | 53 |
| hs_daa_df_01 | 2 | 1 | 53 |
| hs_daa_df_02 | 1 | 0 | 55 |
| hs_daa_df_03 | 1 | 3 | 52 |
| hs_daa_df_04 | 4 | 3 | 49 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Data Processing
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 9 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 62 | 13 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 9 | 64 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ms_daa_dp_05 | 0 | 3 | 50 |
| ms_daa_dp_06 | 0 | 0 | 53 |
| ms_daa_dp_07 | 0 | 0 | 53 |
| hs_daa_dp_05 | 2 | 1 | 53 |
| hs_daa_dp_06 | 0 | 1 | 54 |
| hs_daa_dp_07 | 0 | 3 | 52 |
| hs_daa_dp_08 | 1 | 2 | 52 |
| hs_daa_dp_09 | 0 | 1 | 54 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Data Investigation
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 29 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 81 | 18 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 29 | 69 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_daa_di_02 | 2 | 6 | 57 |
| ek_daa_di_03 | 3 | 5 | 57 |
| e1_daa_di_02 | 0 | 0 | 65 |
| e1_daa_di_03 | 0 | 8 | 58 |
| e2_daa_di_02 | 0 | 6 | 59 |
| e2_daa_di_03 | 0 | 12 | 54 |
| e3_daa_di_03 | 0 | 3 | 61 |
| e3_daa_di_04 | 2 | 15 | 49 |
| d4_daa_di_02 | 1 | 3 | 62 |
| e4_daa_di_03 | 2 | 14 | 51 |
| e5_daa_di_02 | 0 | 6 | 59 |
| e5_daa_di_03 | 3 | 11 | 52 |
| ms_daa_di_08 | 2 | 1 | 49 |
| ms_daa_di_09 | 0 | 0 | 52 |
| ms_daa_di_10 | 0 | 0 | 52 |
| ms_daa_di_11 | 0 | 0 | 52 |
| ms_daa_di_12 | 0 | 2 | 50 |
| hs_daa_di_10 | 0 | 0 | 53 |
| hs_daa_di_11 | 0 | 2 | 51 |
| hs_daa_di_12 | 1 | 1 | 51 |
| hs_daa_di_13 | 0 | 2 | 51 |
| hs_daa_di_14 | 1 | 2 | 50 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Impacts of Data Science
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 16 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 89 | 8 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 16 | 81 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 147 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_daa_im_04 | 2 | 0 | 63 |
| e1_daa_im_04 | 1 | 2 | 62 |
| e2_daa_im_04 | 0 | 4 | 61 |
| e3_daa_im_05 | 4 | 3 | 58 |
| e4_daa_im_04 | 0 | 4 | 62 |
| e5_daa_im_04 | 2 | 4 | 60 |
| ms_daa_im_13 | 0 | 2 | 49 |
| ms_daa_im_14 | 0 | 0 | 51 |
| ms_daa_im_15 | 0 | 0 | 51 |
| hs_daa_im_15 | 0 | 1 | 52 |
| hs_daa_im_16 | 0 | 0 | 53 |
| hs_daa_im_17 | 3 | 0 | 50 |
| hs_daa_im_18 | 2 | 3 | 48 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Computing and Society
Overall, there were 167 reviewers who respondents to the Computing and Society standards.
History of Computing
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 17 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 97 | 14 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 17 | 95 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_cas_hc_01 | 4 | 6 | 55 |
| e1_cas_hc_01 | 1 | 9 | 54 |
| e2_cas_hc_01 | 1 | 9 | 55 |
| e3_cas_hc_01 | 3 | 1 | 61 |
| e4_cas_hc_01 | 1 | 2 | 61 |
| e5_cas_hc_01 | 1 | 2 | 62 |
| ms_cas_hc_01 | 0 | 2 | 57 |
| ms_cas_hc_02 | 0 | 1 | 58 |
| ms_cas_hc_03 | 0 | 2 | 57 |
| hs_cas_hc_01 | 2 | 4 | 52 |
| hs_cas_hc_02 | 1 | 1 | 56 |
| hs_cas_hc_03 | 2 | 1 | 55 |
| hs_cas_hc_04 | 2 | 0 | 55 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Emerging Technologies
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 12 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 93 | 16 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 12 | 97 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| ek_cas_et_02 | 4 | 1 | 58 |
| e1_cas_et_02 | 5 | 2 | 56 |
| e2_cas_et_02 | 2 | 1 | 60 |
| e3_cas_et_02 | 3 | 3 | 57 |
| e4_cas_et_02 | 3 | 5 | 56 |
| e5_cas_et_02 | 2 | 1 | 59 |
| ms_cas_et_04 | 1 | 3 | 52 |
| ms_cas_et_05 | 2 | 0 | 54 |
| ms_cas_et_06 | 1 | 1 | 54 |
| ms_cas_et_07 | 1 | 2 | 53 |
| hs_cas_et_05 | 7 | 0 | 51 |
| hs_cas_et_06 | 5 | 0 | 52 |
| hs_cas_et_07 | 3 | 0 | 54 |
| hs_cas_et_08 | 2 | 0 | 55 |
| hs_cas_et_09 | 3 | 1 | 53 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Career Exploration
The majority of reviewers felt that these standards represented a coherent progression across the grade bands. Additionally, only 11 reviewers felt there were standards that were not developmentally appropriate for the intended grade band.
| Question | Yes | No |
|---|---|---|
| Does this subtopic represent a coherent progression across the grade bands? | 92 | 17 |
| Are there standards you feel are not developmentally appropriate for the intended grade band? | 11 | 99 |
Reviewers who did not think the subtopic represented a coherent progression across the grade bands gave the follows explanations as their reasoning:
The following table shows how many of the 167 reviewers identified Programming Fundamentals standards that should be deleted, moved, or kept.
| Standard | Deleted | Moved | Kept |
|---|---|---|---|
| e1_cas_ce_03 | 2 | 2 | 60 |
| e2_cas_ce_03 | 2 | 2 | 60 |
| e3_cas_ce_03 | 0 | 4 | 60 |
| e4_cas_ce_03 | 2 | 2 | 60 |
| e5_cas_ce_03 | 3 | 1 | 59 |
| ms_cas_ce_08 | 0 | 1 | 55 |
| ms_cas_ce_09 | 1 | 0 | 55 |
| ms_cas_ce_10 | 1 | 2 | 53 |
| ms_cas_ce_11 | 1 | 2 | 53 |
| hs_cas_ce_10 | 1 | 0 | 57 |
| hs_cas_ce_11 | 0 | 0 | 58 |
The following table shows reviewers’ rationales for those recommendations. The table is filterable by recommendation.
Specialty Standards
Software Development
Overall, there were 83 reviewers who responded to the Software Development specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_swd_pd_01 | 1 | 7 | 48 |
| s1_swd_pd_02 | 0 | 6 | 49 |
| s1_swd_dh_03 | 0 | 6 | 50 |
| s1_swd_tr_04 | 1 | 4 | 51 |
| s1_swd_tr_05 | 1 | 12 | 43 |
| s2_swd_pd_06 | 1 | 2 | 53 |
| s2_swd_pd_07 | 0 | 7 | 48 |
| s2_swd_pd_08 | 0 | 5 | 50 |
| s2_swd_pd_09 | 0 | 6 | 50 |
| s2_swd_pd_10 | 3 | 0 | 52 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Software Development specialty standards:
Cybersecurity
Overall, there were 66 reviewers who responded to the Cybersecurity specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_cyb_fc_01 | 0 | 6 | 37 |
| s1_cyb_fc_02 | 0 | 5 | 38 |
| s1_cyb_fc_03 | 1 | 4 | 38 |
| s1_cyb_fc_04 | 0 | 2 | 41 |
| s1_cyb_fc_05 | 1 | 0 | 42 |
| s1_cyb_fc_06 | 1 | 1 | 41 |
| s2_cyb_fc_07 | 1 | 1 | 41 |
| s2_cyb_fc_08 | 0 | 0 | 43 |
| s2_cyb_fc_09 | 2 | 0 | 41 |
| s2_cyb_nt_10 | 1 | 7 | 35 |
| s2_cyb_nt_11 | 3 | 0 | 40 |
| s2_cyb_nt_12 | 0 | 8 | 35 |
| s2_cyb_nt_13 | 1 | 3 | 39 |
| s2_cyb_nt_14 | 1 | 5 | 36 |
| s2_cyb_nt_15 | 0 | 7 | 35 |
| s2_cyb_nt_16 | 1 | 1 | 40 |
| s2_cyb_nt_17 | 1 | 0 | 41 |
| s2_cyb_nt_18 | 0 | 1 | 41 |
| s2_cyb_nt_19 | 0 | 0 | 41 |
| s2_cyb_nt_20 | 0 | 2 | 38 |
| s2_cyb_nt_21 | 1 | 3 | 37 |
| s2_cyb_ec_22 | 0 | 4 | 37 |
| s2_cyb_ec_23 | 0 | 8 | 33 |
| s2_cyb_ec_24 | 1 | 3 | 37 |
| s2_cyb_ec_25 | 1 | 0 | 40 |
| s2_cyb_ec_26 | 0 | 1 | 40 |
| s2_cyb_ce_27 | 1 | 5 | 35 |
| s2_cyb_ce_28 | 2 | 3 | 36 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Cybersecurity specialty standards:
Artificial Intelligence
Overall, there were 125 reviewers who responded to the Artificial Intelligence specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_ain_cd_01 | 0 | 8 | 73 |
| s1_ain_cd_02 | 1 | 32 | 50 |
| s1_ain_cd_03 | 2 | 5 | 74 |
| s1_ain_cd_04 | 3 | 4 | 75 |
| s1_ain_cd_05 | 2 | 6 | 72 |
| s1_ain_he_06 | 1 | 17 | 62 |
| s1_ain_he_07 | 0 | 18 | 63 |
| s1_ain_he_08 | 1 | 4 | 76 |
| s2_ain_cd_09 | 0 | 12 | 68 |
| s2_ain_cd_10 | 2 | 4 | 75 |
| s2_ain_cd_11 | 1 | 5 | 74 |
| s2_ain_cd_12 | 0 | 3 | 77 |
| s2_ain_cd_13 | 5 | 4 | 71 |
| s2_ain_he_14 | 8 | 11 | 61 |
| s2_ain_he_15 | 0 | 27 | 53 |
| s2_ain_he_16 | 2 | 5 | 73 |
| s2_ain_he_17 | 1 | 5 | 74 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Artificial Intelligence specialty standards:
Physical Computing
Overall, there were 82 reviewers who responded to the Physical Computing specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_phy_sd_01 | 0 | 11 | 40 |
| s1_phy_sd_02 | 0 | 2 | 49 |
| s1_phy_sd_03 | 0 | 3 | 48 |
| s1_phy_sd_04 | 0 | 1 | 50 |
| s1_phy_sd_05 | 0 | 0 | 51 |
| s1_phy_sd_06 | 0 | 3 | 48 |
| s1_phy_sd_07 | 0 | 3 | 48 |
| s1_phy_sd_08 | 1 | 3 | 47 |
| s2_phy_sd_09 | 1 | 4 | 44 |
| s2_phy_sd_10 | 0 | 2 | 48 |
| s2_phy_sd_11 | 0 | 2 | 48 |
| s2_phy_sd_12 | 2 | 0 | 48 |
| s2_phy_cc_13 | 0 | 0 | 50 |
| s2_phy_cc_14 | 0 | 2 | 48 |
| s2_phy_cc_15 | 2 | 1 | 47 |
| s2_phy_ce_16 | 0 | 4 | 47 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Physical Computing specialty standards:
Data Science
Overall, there were 80 reviewers who responded to the Data Science specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_dsc_dm_01 | 0 | 6 | 37 |
| s1_dsc_dm_02 | 0 | 4 | 39 |
| s1_dsc_dm_03 | 0 | 3 | 40 |
| s1_dsc_av_04 | 1 | 5 | 37 |
| s1_dsc_av_05 | 0 | 2 | 41 |
| s1_dsc_av_06 | 0 | 4 | 39 |
| s1_dsc_av_07 | 0 | 5 | 38 |
| s1_dsc_av_08 | 0 | 5 | 38 |
| s1_dsc_pm_09 | 1 | 3 | 39 |
| s1_dsc_pm_10 | 0 | 2 | 41 |
| s1_dsc_pm_11 | 0 | 2 | 41 |
| s1_dsc_tp_12 | 0 | 1 | 42 |
| s1_dsc_tp_13 | 1 | 1 | 41 |
| s1_dsc_ci_14 | 0 | 4 | 39 |
| s2_dsc_ap_15 | 0 | 1 | 42 |
| s2_dsc_ap_16 | 1 | 3 | 39 |
| s2_dsc_ap_17 | 1 | 4 | 38 |
| s2_dsc_ds_18 | 1 | 4 | 37 |
| s2_dsc_ds_19 | 0 | 4 | 39 |
| s2_dsc_el_20 | 1 | 8 | 34 |
| s2_dsc_el_21 | 0 | 9 | 34 |
| s2_dsc_el_22 | 0 | 5 | 38 |
| s2_dsc_el_23 | 0 | 5 | 38 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Data Science specialty standards:
Game and Interactive Media Design
Overall, there were 66 reviewers who responded to the Game and Interactive Media Design specialty standards.
Those reviewers provided the following recommendations for the standards.
| Standard | Delete | Move to Foundational | Keep |
|---|---|---|---|
| s1_gmd_pd_01 | 0 | 4 | 32 |
| s1_gmd_pd_02 | 1 | 1 | 34 |
| s1_gmd_pd_03 | 0 | 0 | 36 |
| s1_gmd_tr_04 | 0 | 3 | 33 |
| s1_gmd_tr_05 | 0 | 1 | 35 |
| s2_gmd_pd_06 | 1 | 0 | 35 |
| s2_gmd_pd_07 | 0 | 4 | 32 |
| s2_gmd_pd_08 | 0 | 3 | 33 |
| s2_gmd_pd_09 | 1 | 3 | 32 |
| s2_gmd_pd_10 | 0 | 0 | 36 |
| s2_gmd_ar_11 | 0 | 4 | 32 |
| s2_gmd_ar_12 | 2 | 2 | 32 |
| s2_gmd_tr_13 | 0 | 2 | 34 |
| s2_gmd_tr_14 | 0 | 1 | 35 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the Game and Interactive Media Design specialty standards:
X + CS
Overall, there were 71 reviewers who responded to the X + CS specialty standards.
Those reviewers who provided feedback on the X + CS specialty area responded in the following way when asked whether this specialty area should be included in the standards:
Reviewers gave the following reasons for their recommendation on whether or not X + CS should be include as a specialty area:
Reviewers provided the following recommendations for the X + CS specialty standards.
| Standard | Delete | Keep |
|---|---|---|
| s1_xcs_xc_01 | 5 | 34 |
| s1_xcs_xc_02 | 6 | 33 |
| s1_xcs_xc_03 | 4 | 35 |
| s2_xcs_xc_04 | 5 | 34 |
| s2_xcs_xc_05 | 4 | 35 |
| s2_xcs_xc_06 | 5 | 34 |
| s2_xcs_xc_07 | 4 | 35 |
Reviewers provided the following rationale for their recommendations:
The following table shows the responses reviewers shared about what they would add to the X + CS specialty standards:
Finally, reviewers had the following additional commentary to provide about the X + CS specialty standards area:
General Feedback
When asked to what extent they agreed that the currently drafted revisions meet the expectations of the revision process goals, more than half of reviewers responded with “Strongly Agree” or “Agree”.
The following table shows the reasons reviewers provided for the ratings they gave. The table includes reviewers’ roles for additional context.
The following table shows the general feedback provided by reviewers. It includes their role for context.